Evaluation of the Current School-Parent Association Policy in Two Public Primary Schools

OpenAlex Turkish

Normal 0 21 false false false TR X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:8.0pt; mso-para-margin-left:0cm; line-height:107%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-fareast-language:EN-US;} The purpose of this study was to explore how current School Parent Association (PTA) operates based on stakeholder perceptions through an embedded case study. Units of analysis were two public primary schools’ PTA program in a district of Ankara. The data were obtained by semi-structured interviews with teachers, parents, the school administrators . Inductive content analysis yielded four main themes; 1) school profiles; 2) accountability; 3) functions of PTAs; and 4) issues and suggestions. Findings indicate that the PTA was effective in improving the quality of curricular and extra-curricular activities, especially, in the provision of financial inputs to operate those activities. Critical implementation gaps were present between the stakeholders’ expectations and the current PTA operation. The study suggests the implementation of school-specific micro policies through PTA support systems.